the case of selected government primary sch

92 Pages·2014·0.48 MB·English

ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
INSTITUTE OF EDUCATIONAL RESEARCH

THE PRACTICES OF ACTION RESEARCH IN ADDIS ABABA CITY
ADMINISTRATION PRIMARY SCHOOLS: THE CASE OF SELECTED
GOVERNMENT PRIMARY SCHOOLS IN YEKA SUB CITY

BY: ASEFA LETA

JUNE 2014
ADDIS ABABA
ETHIOPIA
ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
INSTITUTE OF EDUCATIONAL RESEARCH

THE PRACTICES OF ACTION RESEARCH IN ADDIS ABABA CITY
ADMINISTRATION PRIMARY SCHOOLS: THE CASE OF SELECTED
GOVERNMENT PRIMARY SCHOOLS IN YEKA SUB CITY

BY: ASEFA LETA

A THESIS SUBMITTED TO ADDIS ABABA UNIVERSITY,
SCHOOL OF GRADUATE STUDIES IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS OF
ART IN EDUCATIONAL RESEARCH AND DEVELOPMENT

ADVISOR: FIRDISSA JABESSA (PhD)
JUNE 2014
ADDIS ABABA
ETHIOPIA
ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
INSTITUTE OF EDUCATIONAL RESEARCH

THE PRACTICES OF ACTION RESEARCH IN ADDIS ABABA CITY
ADMINISTRATION PRIMARY SCHOOLS: THE CASE OF SELECTED
GOVERNMENT PRIMARY SCHOOLS IN YEKA SUB CITY

BY: ASEFA LETA
APPROVED BY BOARD OF EXAMINERS:

ADVISOR SIGNATURE DATE

EXAMINER (INTERNAL) SIGNATURE DATE

EXAMINER (EXTERNAL) SIGNATURE DATE

JUNE 2014
ADDIS ABABA
Acknowledgements
First of all, I would like to praise God the Almighty for his help in each steps of my life
and in this study.
Next, I gratefully acknowledge my Advisor Dr. Frdissa Jabessa For his professional
guidance and assistance in reshaping the title and all the way from proposal to the final
study.
My thanks also go to my father ato Leta Emana , my mother W/ro Doi Gudina and my
brothers for their continuous support from the beginning to now.
I also owe special thanks to Desalegn Wodajo and his family because of their continuous
encouragement and assistance throughout the course work in general.
Finally, let my thanks reach all the providers of data that spent their time to supply me
with the necessary information.

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Table of Content
Acknowledgements .............................................................................................................. i
Table of Content ................................................................................................................. ii
List of Tables ...................................................................................................................... v
Acronyms and Abbreviations .............................................................................................. v
ABSTRACT ........................................................................................................................ vii
CHAPTER ONE ................................................................................................................. 1
1.1. Background of the Study ...................................................................................... 1
1.2. Statement of the Problem ......................................................................................... 4
1.3. Basic Research Questions ....................................................................................... 6
1.4. Objectives of the Study ........................................................................................ 6
1.4.1. General Objectives ............................................................................................ 7
1.4. Specific Objectives .................................................................................................. 6
1.5. Significance of the Study ......................................................................................... 7
1.6. Delimitation of the Study ......................................................................................... 8
1.7. Limitations of the Study........................................................................................... 8
1.8. Definition of Terms.................................................................................................. 8
1.9. Organization of the Study ...................................................................................... 10
CHAPTER TWO .............................................................................................................. 11
2. Review of Related Literature ........................................................................................ 11
2.1. Origins and Concept of Action Research ........................................................... 11
2.2. The Decline and Rediscovery of Action Research ................................................ 12
2.3. The Concepts of Action Research .......................................................................... 13
2.4. The Principles of Action Research ........................................................................ 17
2.5. Action Research in Education ................................................................................ 18
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2.6. Characteristics of Action Research ........................................................................ 19
2.7. Aspects of Action Research ................................................................................... 22
2.7.1. Ontological Issues ........................................................................................... 22
2.7.2. Epistemological Issues .................................................................................... 23
2.7.3. Methodological Issues .................................................................................... 24
2.8. Types of Action Research ...................................................................................... 25
2.8.1. Technical Action Research ............................................................................. 25
2.8.2. Practical Action Research ............................................................................... 25
2.8.3. Emancipatory or Critical Action Research ..................................................... 25
2.9. Action Research Process ........................................................................................ 26
2.10. Benefits of Action Research in School ................................................................ 30
2.11. The Role of Teachers in Action Research ...................................................... 31
2.12. The Role of Administrators in Action Research .................................................. 33
2.13. Validity and Reliability in Action Research ........................................................ 35
2.14. Triangulation ........................................................................................................ 35
2.15. Factors Affecting Teachers' Involvement in Action Research ............................ 36
2.16. Ethical Issues in Action Research ........................................................................ 37
Chapter Three.................................................................................................................... 39
Research Design and Methodology .................................................................................. 39
3.1. Design of the Study ............................................................................................ 39
3.2. Participants of the Study (Population, Sample Size, & Sampling Techniques) 39
3.3. Data Gathering Instruments ............................................................................... 40
3.3.1. Questionnaire .............................................................................................. 40
3.3.2. Interview ..................................................................................................... 40
3.3.3. Focus Group Discussion ............................................................................. 41
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3.4. Data Collection Procedures.................................................................................... 41
3.5. Methods of Data Analysis .................................................................................. 41
CHAPTER FOUR ............................................................................................................. 43
4.1. DATA PRESENTATION, ANALYSIS AND DISCUSSION .......................... 43
4.1.2. Bio Data of the Participants ............................................................................ 43
4.2. Teachers Attitude towards Action Research .......................................................... 45
4.3. The Status of Teachers in Action Research ........................................................... 49
4.4. Teachers Effort in Reading Action Research Materials ........................................ 50
4.5. Respondents’ Theoretical Knowledge and Skills of Action Research .................. 51
4.6. The Involvement of Teacher in Action Research .................................................. 52
4.7. Quality of Action Research .................................................................................... 53
4.8. Documenting Research Results ............................................................................. 55
4.9. The use of Action Research ................................................................................... 55
4.10. Necessary Resources to Conduct Action Research at Primary School................ 56
4.11. Factors Negatively Affecting CGAAPS Teachers’ Engagement in Action
Research ........................................................................................................................ 58
CHAPTER FIVE .............................................................................................................. 61
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..................................... 61
5.1. Summary ................................................................................................................ 61
5.2. Conclusions ............................................................................................................ 64
4.3. Recommendations .............................................................................................. 65
References
Appendices

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List of Tables

Table 1: Characteristics of the Participants ...................................................................... 44
Table 2: Teachers Attitude towards Action Research....................................................... 46
Table 3: Teachers Attendance in Action Research Course / Training .............................. 49
Table 4: Teachers’ Effort for Updating their Action Research Knowledge ..................... 50
Table 5: The Rate of Theoretical Knowledge and Skill of Teachers to Conduct Action
Research ............................................................................................................................ 51
Table 6: The Involvement of CGAAPS Teachers in Action Research ............................. 52
Table 7: The Quality of Action Research Conducted at CGAAPS .................................. 53
Table 8: Dissemination of the Research Findings in CGAAPS ....................................... 54
Table 9: The Documentation of Research Results ............................................................ 55
Table 10: Teachers Performance/Professional Competency and Students’ Achievement
Because of Action Research Conducted in CGAAPS. ..................................................... 56
Table 11: School Resources to Conduct Action research ................................................ 57

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Acronyms and Abbreviations
AAU: Addis Ababa University
CGAAA: City Government of Addis Ababa Administration
CGAAEB: City Government of Addis Ababa Education Bureau
CGAAPS: City Government of Addis Ababa Primary Schools
FDGE: Federal Democratic Government of Ethiopia
FGD: Focus Group Discussion
IER: Institute of Education Research
MoE: Ministry of Education
SEO: Sub City Education Office
SPSS: Statistical Package for Social Science
USAID: United States of Agency for International Development
WEO: Woreda Education Office

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ABSTRACT
The objective of this study was to explore the practice of action research in City
Government of Addis Ababa Primary Schools. This study, therefore used both
quantitative and qualitative research approaches for data collection and analysis. The
subjects of the study were 87 teachers, 6 school principals 2Woreda Educational
Officers, 2 Sub City Educational Officers, 1City Government of Addis Ababa Education
Bureau Officer, and 8 Focus Group Discussion participants (who were not included in
questionnaire). A Questionnaire was used to collect data from teachers. To complement
the information obtained through questionnaire, Interviews were held with principals and
educational officers. To analyze quantitative data, Descriptive statistics (frequency,
percentage, mean, and standard deviation), Chi-square and total grand mean were used.
The result of quantitative data obtained from teachers was significantly consistent on the
issues raised. Whereas, the information from school principals and educational officers
shows incongruity regarding the perception of teachers towards the practice of action
research. The practice of action research in City Government of Addis Ababa Primary
Schools is low. Only 18.4% had conducted action research at their school. The majority
of the teachers 81.6% had not involved in action research. The involvement and support
of the principals and other educational officers were also low to improve the practice of
action research. The major hindering factors for carrying out action research in City
Government of Addis Ababa Primary Schools were: overload in teaching and other
committee activities, lack of incentives, lack of research facilities, lack of financial
support, lack of required knowledge and skill of action research.

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